Hurley-Burley 3 Notes

B B C
Northern Ireland Learning
HURLEY-BURLEY 3
Join the Hurley-Burley Man, Chris Ward, as he arrives
each week in his Hurley-Burley Van!
BBC Radio Ulster
Ten radio programmes for P1, Reception, Nursery, Playgroups,
Creches, Day care and children listening at home. Through a mixture of local stories, songs, poems and rhymes, and using familiar
speech and language, early skills and concepts for future use in
literacy and numeracy are introduced.
age 4-5 years
Pre-school/
Lower KS1
Medium Wave
1341 Khz
Programmes
P
rogramm
me
1. Rabbits
2. Eggy Babies
3. Feeling Poorly
4. Friends
5. Mummy’s Birthday Present
6. Toys
7. Bedtime
8. Counting
9. The Days of the Week
10. Bronagh’s Marching Band
17 September
24 September
01 October
08 October
15 October
22 October
05 November
12 November
19 November
26 November
*No broadcast on 29 October*
Content
C
ontent
Story based, with associated rhymes, poems, songs and music. Each programme invites the
children to respond to direct questions, to join in the actions or the words of the songs, to predict
outcomes, and to share in the enjoyment of a good story enhanced with sound effects.
Context of Stories
• imaginative world
• everyday world
• traditional/local (C.H. & EMU)
Progress in Learning
• Personal, Social and Emotional Development
• Language Development
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HURLEY-BURLEY 3
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Early Maths
Early Science/Technology
Awareness of the Environment
Creative Development (including music)
Physical Development
NB Activities and topics linked to the above can be found at the end of each programme.
Using
Usin
g the
e Notes
t
te
You will find suggestions for preparation and follow-up activities listed under each individual
programme together with an outline of the content and details of the stories and songs.
It is no way expected that any particular class will find all of the follow-up activities appropriate.
It has been borne in mind that at age 4 - 5 the range of abilities and experiences of the young
listeners will be widely different, and only the teacher can gauge at what level to pitch the activities resulting from their listening experience.
Tape recording
Some groups will be listening to the broadcast ‘live’ and if so it would be advantage to tape the
programmes so that they can be heard again - either for enjoyment or to clarify or discuss a
point. The songs are attractive and the children may well want to learn them or hear them
again.
Try to ensure as good quality tape or radio reproduction as possible - the children will become
restless if it is difficult to ear or the volume isincorrect.
Before the programme
Choose a comfortable listening environment - preferably sitting on the floor around the radio or
tape recorder. Particularly if the children are new to this experience, it is worth taking the time to
settle them down before the broadcast and to focus their attention by talking about the previous
programme or about something they might be going to hear today.
During the programme
Be prepared to switch off or pause the tape if necessary to discuss a point, but generally it is a
good idea to listen to the whole programme right through first so as not to interrupt the flow of
ideas. It can then be replayed in sections if desired. Your response is crucial - be ready to
encourage them to join in and to respond. Your own enthusiasm will make a big difference to
the children’s level of response.
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HURLEY-BURLEY 3
Feedback
We will be pleased to receive material from children after the programmes to hear comments
from teachers/minders. Please send material to the Producer, Hurley-Burley 3, BBC Education
Unit, Ormeau Avenue, Belfast BT2 8HQ.
A series provided by the BBC at the request of the Educational Broadcasting Council for
Northern Ireland
The Hurley-Burley Man
Chris Ward
Producer
Bernagh Brims
Scripts
Ann Burnett
Production Assistant
Marie Gray
Stories
Ann Burnett, Janice Johnston, Sam McBratney, Judith McVeigh, Martin Waddell,
Chris Ward
Readers
Carol Scanlan, Mark Mulholland
Teacher’s Notes
Judith McVeigh, Bernagh Brims
Information available from:
BBC Education Unit
Tel: 02090 338437/338453
e.mail: [email protected]
website: www.bbc.co.uk/ni/education
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Northern Ireland Learning
HURLEY-BURLEY 3
RABBITS
Programme 1
Programme Content
The Hurley-Burley Man introduces himself and his van and encourages the listeners to respond
and to join in.
A story and songs all about rabbits.
Before the Programme
Provide some pictures of rabbits. Introduce the children to the idea of listening to a tape or
radio. Do they have story tapes at home? Do they ever listen to the radio? Suggest that they
will be listening to someone whom they can’t see – can they ‘see a picture’ in their heads of
what the Hurley-Burley man looks like when they hear him? How about the Hurley-Burley van?
(repeated each week)
Clap your hands, one, two, three,
Place them down upon your knee,
Nod your head once and twice,
Stay as quiet as little mice.
Story
Sto
ry
Velvet Brown
by Janice Johnston
About a little girl who wanted a pet rabbit so much that she pretended to be a rabbit.
“My name isn’t Heather,” said Heather, “It’s Velvet.” She turned round to admire her beautiful,
fluffy white tail. “And I’m a rabbit.”
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RABBITS
Programme 1
S ng
Song
5
RABBITS
Programme 1
S ng
Song
Verse 2
Two little bunnies……..
Verse 3
Three little bunnies……
Verse 4
Four little bunnies……
Verse 5
Hippety Hop, Hippety Hay,
Five little bunnies went out to play
Mister Fox came by that day
And five little bunnies all ran away.
Follow-up Suggestions
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Talk about the Hurley-Burley man’s magic ‘fizzy drink’ cans – do the children
understand the concept of a poem, story or song being ‘inside’ each week?
What do they think the Hurley-Burley man looks like? How about the
Hurley-Burley van? Could they draw them?
Try and borrow a rabbit for a day or two or arrange a visit to a pet shop. This will provide
hands on experiences for children who have not been exposed to animals. Not only can they
touch the rabbits and observe their movements, but can also learn how they move, grow,
and feed. They can also learn about the hard work involved in keeping an animal.
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RABBITS
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Programme 1
What colours are rabbits? What shape are their tails, what shape their ears? Why might
they be like that?
Make your own rabbits by:
Sewing pompoms together or sticking cotton wool balls on to some card or cutting out a
rabbit shape in card to make a finger puppet- cutting two circles in the
head for your ‘finger’ ears.
Go walking in the countryside to look for rabbit holes.
Make burrows and tunnels in the sand tray - what can go through them? Are they big enough
for a car, a lorry, a child’s hand, an adults hand etc. What happens when they collapse?
Make a wormery with different layers of sand, soil and fine stones in a glass tank. Place a
few leaves on top and add a few worms. Watch the worms grow, burrow under the ground
and make connecting tunnels
Organize a ‘taste’ table with all the things rabbits like to eat. Can we eat the same food?
Which is the favourite? Do they all crunch? Are they all the same colour? Do they smell?
Collect a variety of materials such as fur fabric, velvet, silk, satin, feathers and let the children make a material collage. Younger children will enjoy feeling the textures. Older children
will generally try and make a fairly good representational picture of a rabbit using the different materials appropriately.
Talk about the Easter Bunny, the March Hare, the Hare and the Tortoise, the White Rabbit,
Miffy and other fictional rabbits.
Early Maths
Making comparison
e.g.size of rabbits;
length of ears, tails
etc.,
Number rhymes
Personal,
Social and
Emotional
development
Relationships
Looking after pets
Responsibilities
Sharing/ caring
Feeling afraid
Physical
Development
Crawling
Hopping
Jumping
Running
Language and
Literacy
Early Science
and Technology
Use of imagination Different textures e.g.
New vocabulary e.g. fur/ feathers/ velvet
twitching, puff-ball,
Designing and
velvet
building hutches
Responding to
Foods rabbits like
questions
Programme 1
Rabbits
Knowledge and Understanding
of the world
Where do rabbits live?
underground/ hibernating animals
celebrating birthdays
Creative and
Aesthetic
Development
2/ 3D models
Listening to garden
noises
Making pompoms
Musical jumps
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HURLEY-BURLEY 3
Eggy Babies
Programme 2
Programme Content
Eggs - for eating, and also as protection for the growing babies of a variety of species, not only
birds but bees, fish, turtles and crocodiles as well.
Before the Programme
A picture of a duck would be useful – or better still a duck with ducklings. Settle the children
down with a short discussion on how mummy birds lay their eggs in a safe place, and then keep
the eggs warm until the babies hatch out.
Rhyme
Rhy
me
Humpty Dumpty
Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
All the kings horses and all the king’s men
Said, “scrambled eggs for breakfast again!”
Humpty Dumpty sat on a wall.
Eating ripe bananas,
Where do you think he put the skins?
Down the king’s pyjamas!
Story
Sto
ry
Webster J Duck
by Martin Waddell
Webster met a Duck with a Waggledy Tail, down by the lake. “Quack,quack?” asked Webster J
Duck.
“Bow Wow!” went the Duck with the Waggledy Tail.
“You’re not my Mum,” Webster thought.
“My Mum would go quack-quack like me.”
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Eggy Babies
Programme 2
S ng
Song
9
Eggy Babies
Verse 1
A mummy bird had made a nest,
She sat inside on tucked-up legs.
And in that nest she did her best
To settle down and lay her eggs.
Chorus
Lots of babies come from eggs,
Chicks and fish and crocodiles.
Lots of babies come from eggs,
Chicks and fish and crocodiles.
Verse 2
A mummy turtle dug a hole,
Up where the sand was nice and warm.
She laid her eggs down deep inside,
So they would be safe from harm.
Programme 2
Chorus
Verse 3
A mummy bumble bee got busy
Laying eggs beneath a tree.
The eggs turned into grubs and then
Out came baby bumble bees.
Chorus
Verse 4
A mummy fish was swimming slowly
Laying eggs beneath the sea.
And she said, “When my eggs hatch,
They will all be fish like me.”
Chorus
Follow-up Suggestions
• Cooking with eggs - lots of scientific opportunities here.
Looking at the change between raw and cooked eggs; the ways we can boil, fry
and scramble and how the product changes by cooking. What do we need to cook eggs?
Gas/electricity/oil/water etc.,
Look at textures; what happens when milk is added; timing to get soft or hard boiled;
separating whites and yolks of egg; whisking the whites to soft peaks, will the yolks
do the same?
• Egg preferences. How do the children like their eggs cooked best? Make a chart showing
the most popular.
• Look at books in the library, or better still visit a farm, and then make a wall chart or collage
of all the creatures on the farm that can lay eggs.
• Try and obtain eggs from different sources to show the variation in size and colour.
• What is ‘egg-shaped?’
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Programme 2
Eggy Babies
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Use natural materials to twist together to make nests. Can you make one that doesn’t collapse? is waterproof? and is big enough for say four eggs?
Make nests out of Krispies and melted chocolate, and place 3 or 4 chocolate eggs inside
before the nest sets.
Talk about mums, what do they do for us?
Play ‘find my mummy’. Put mummy/daddy animals on the table and the babies in a bag. Let
the children pull out a baby one at a time and put it beside its mum.
This game can also be played blindfold and the children have to guess the name of the
animal.
Egg Hunt - hide eggs (preferably chocolate ones) around the garden and send the children
off with a basket to look for them. The rules here are that they have to bring all the eggs
back to share out. Older children could have clues to follow.
Animal sounds. Take turns making the sound of a dog, cat, cow, pig, duck etc. Put animal
pictures in a bag, pass it round a circle and make the sound of which ever animal is drawn
out in turns.
Early Maths
Physical
Development
Language and
Literacy
Sorting/ matching
shape, sizes and
colours
Understanding
concept big,
bigger and biggest
Action/ movement
to rhyme
‘Eggy Babies’
Waddling like ducks
Running like dogs
Changing conventional
Nursery rhymes for fun
New vocabulary e.g.
yolk, udders etc.
Names of animals
and their young
Personal,
Social and
Emotional
development
Relationships
Needing your mum
Being scared
Friendships
Programme 2
Eggy-Babbies
Knowledge and Understanding
of the world
Which animals lay eggs?
Role of farmer in the
community
Visit to farm
Creative and
Aesthetic
Development
Use of natural
materials shape
like straw, twigs etc.
Listening to animal
noises on tape
Early Science
and Technology
All about eggs
where do we get them?
what are they like
inside?/ outside?
Cooking with eggs.
How are egg boxes
made?
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HURLEY-BURLEY 3
Feeling Poorly
Programme 3
Programme Content
A topic which most children have experience of – what it is like when you don’t feel too well.
Before the Programme
To guard against a rash of sore tums and heads after the story, do some ‘healthy’ jumping and
hopping exercises on the spot, and emphasise how good it is to feel fit and healthy!
Poem
P
e
em
Sometimes
by Judith McVeigh
Sometimes I don’t feel too well,
Sometimes I feel funny,
Sometimes my head is sore
And sometimes it’s my tummy.
Sometimes I cough a lot,
Sometimes I sneeze and sneeze,
But what makes me feel much better,
Is a cuddle on mum’s knees.
Story
Sto
ry
Martin Feels Sick
by Judith McVeigh
Martin had only been at school for a short time when he began to feel sick. His head was sore
and his tummy was rumbling. Mrs Walker felt his forehead. “You are a bit hot. Sit there quietly
and I’ll go and phone your Mum”….
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Feeling Poorly
Programme 3
S ng
Song
Verse 2
I’ve got a sore throat, rub, rub, rub
I’ve got a sore throat, rub, rub, rub
I’ve got a sore throat, rub, rub, rub
My throat is better now.
Verse 3
I’ve got a sore chest rub, rub, rub
I’ve got a sore chest rub, rub, rub
I’ve got a sore chest rub, rub, rub
My chest is better now.
Verse 4
I’ve got a sore tum rub, rub, rub
I’ve got a sore tum rub, rub, rub
I’ve got a sore tum rub, rub, rub
My tummy is better now.
[join in rubbing each part mentioned]
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Feeling Poorly
Programme 3
S ng
Song
Follow-up suggestions
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Talk about feeling ill. Have you ever had to have medicine? What did it taste like? Have you
been to the doctors/hospital?
Set up a hospital corner or doctor’s surgery. (Old white school shirts make excellent doctors
coats). Let the children have access to bandages, scales, empty plastic medicine and pill
bottles etc.
Look at the excellent books and videos on the market (or in the local library) which go a long
way to allay fears about hospitals, dentists etc. The children will enjoy them and come to
empathise with the characters, thus taking the mystery out of such situations.
Use technology, This is an opportunity to talk about how we could have contacted mum.
Using the phone. E-mails on the computer or mobile phone perhaps? Let the children have
these experiences, they are instinctively very computer literate. Young children are also very
adept at taking photographs and the negatives are useful in explaining how
x-rays are taken. If you are really lucky your dentist or out-patients department might be
able to provide ancient x-rays for the children to look at.
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Programme 3
Feeling Poorly
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Take the room temperature each day and invest in a child friendly thermometer strip. These
strips are placed on the children’s foreheads and change colour to indicate a rise in temperature (much safer than mercury filled ones) and the children love to see that they are ‘normal’.
Make height and weight charts. If you are doing this with a large group of children remember to make the chart higglety pigglety so that no child is made to be the smallest, tallest or
heaviest.
Another opportunity to look at the food we eat and what is good for you. Older children
could look at vitamins etc.,
Invest in a cheap but ‘real’ stethoscope. The children will enjoy listening to their own heartbeats. Older children could count these over a 30 second period for example.
Early Maths
Time of day
Routines
Height and weight
charts
Temperature charts
Physical
Development
Feeling ill
how we grow and
how our bodies work
Exercise/ Foods etc
Language and
Literacy
Talking on the
telephone
Listening skills
Role play/ doctors/
hospital
Writing prescriptions
Personal,
Social and
Emotional
development
Programme 3
Self-esteem
Understanding
Feelings and
emotions
Relationships
Trust
Knowledge and Understanding
of the world
Feeling Poorly
Going to hospital if you are very ill
Understanding roles of
Doctors/ Nurses etc.
Creative and
Aesthetic
Development
Making 3D models
Dressing up and
using imagination
Listening to sad
/happy music
Early Science
and Technology
Awareness of body
parts, simple first aid
- use of bandages,
plasters etc.
Use of stethoscope,
thermometer,
torches etc.
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HURLEY-BURLEY 3
FRiends
Programme 4
Programme Content
Friends, friendship and ‘falling-out’.
Before the Programme
A short discussion before the programme about what the children like doing with a friend.
Friends
by Bernagh Brims
My friend and I were happy
And we played and played all day.
Playing this and playing that,
The time just flew away.
But then…my friend was horrible,
And – well – I was horrid too,
And off he went, and I went home
With not a thing to do.
Then…he came back – in purple boots!
He laughed and I laughed too.
We played at this and played at that,
We’d loads of things to do.
Squeak-a-lot
by Martin Waddell
In an old, old house lived a small mouse who had no- one to play with. So the small mouse
went out of the house find a friend to play with.
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FRiends
You Sing a Song and I’ll Sing a Song
Programme 4
words Ella Jenkins
Follow-up suggestions
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Children will really enjoy ‘acting out’ the story. Provide a large space and discuss where all
the animals/insects should stand. The animals not only make good repetitive noises but
also communicate with a simple text which can be easily learned by young children,
Whose Dinner?- A simple game based around the characters in the story. Make picture
cards of the preferred dinner of each animal e.g. a flower for the bee, a bone for the dog,
some cheese for the mice. Shuffle the cards and then see if individual children can match
the right food for each animal.
Older children might enjoy making food for the different animals out of play-dough.
Who am I? Give the group simple clues such as ‘I am small and woolly and when I grow up I
will be a sheep. What am I?’ or ‘I used to be a calf but now I am all grown up. What am I?’
Talk about why the mouse lived in an old house? Where was it? In the town or the country?
What other creatures might live in an old house.?
Rhyming words. Discuss: house/mouse; dog/log; bee/flee etc. Can the children make up
any more?
Talk about friends. What you do if you have an argument? How do you feel?
Happy/sad faces - Another simple game loved by young children. Put your hands over your
face like a closed window. Open the windows to a happy face, close the windows again.
This time open to a sad/frightened/crying face and close the windows quickly each time.
Read the poem ‘Friends’ out loud again and ask the children to make the faces suggested in
the programme to accompany the words.
Use old newspaper and magazine pictures to make a collage of different facial expressions/
moods.
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Programme 4
FRiends
Early Maths
Physical
Development
Draw a map of the
mouse's journey
distance
1-1 correspondance
Running away
Climbing
Jumping
Scurrying
Importance of sleep
Personal,
Social and
Emotional
development
Friends
Sharing/ Caring
Taking turns
Falling out
Language and
Literacy
Early Science
and Technology
Listening skills
repetition of phrases
remembering names
of animals
Communicating with
each other
Communication
Choosing things
The countryside v
town
Programme 4
Friends
Knowledge and Understanding
of the world
How do we get to our friends house
Recognising animal tracks
Bees/ Honey
Creative and
Aesthetic
Development
Paw prints
Making animals out
of junk art
Using instruments to
create 'fear' music
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B B C
Northern Ireland Learning
HURLEY-BURLEY 3
Mummy's Birthday Present Programme 5
Programme Content
A little boy tries to think of a birthday present to give his Mum, and in the process learns about
caterpillars and butterflies.
Before the Programme
Bring in pictures of caterpillars and butterflies – but in order not to pre-empt the story, don’t
display the butterfly pictures until after the programme.
Talk about what Mummys’ might like for a birthday present.
Creepy Crawly Caterpillar
by Mary Dawson
Creepy Crawly Caterpillar
Looping up and down,
Furry tufts of hair along
Your back of golden brown.
You will soon be wrapped in silk,
Asleep for many a day;
And then, a handsome butterfly,
You’ll stretch and fly away.
Story
Sto
ry
Mummy’s Birthday Present
by Ann Burnett
Underneath a whin bush Connor found an odd-looking wee flower bud. It was brown and hung
down from a leaf. “I’ll pick this one,” he said to himself, “and if I put it in a jam jar with water
maybe it will have flowered by tomorrow for Mummy’s birthday.”
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Mummy's Birthday Present
Programme 5
S ng
Song
verse 2
I went to the cabbages one day,
What do you think I saw?
Caterpillars crunching, caterpillars munching,
What could it all be for?
verse 3
I went to the cabbages one day,
What do you think I saw?
I saw an odd-looking, little brown flower bud,
What could it all be for?
verse 4
I went to the cabbages one day,
What do you think I saw?
I saw a butterfly, watched it flutter by:
What could it all be for?
verse 5
I went to the cabbages one day,
What do you think I saw?
Eggs in a cluster, yellow as a duster,
So that’s what it all is for.
20
Mummy's Birthday Present
Programme 5
Follow-up Suggestions
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There are lots of scientific opportunities with this story, especially discovering about the life
cycle of a butterfly.
Butterfly paintings - Splash two or three different coloured paints onto a large sheet of paper/
card. Before it dries, fold the page over in half and press down hard, spreading the paint out
between the two layers. The children love to see the ‘magic’ butterfly that emerges.
Use a mirror to look at symmetry. Hold a handbag mirror up to objects and see a perfect
reflection in the mirror. If possible draw a series of half pictures, the mirror will make them
whole.
Design and make a birthday card. Provide glue, card, a range of drawing/writing materials
and scraps of fabric, tissue etc. Older children could be given a specific task i.e. a card for
mum’s birthday or moving house.
Flower power - There are so many flowers and depending on the season it might be possible
to raid your garden or even ask your local florist to allow you to buy one of everything she
has. In this way the children can make comparisons of size, shape, colour, smell etc. The
children should be encouraged to draw the flowers.
Older children might like to make flowers out of two circles of tissue paper with a pipe
cleaner through the middle. Scrunch up into a flower shape and secure with sticky tape.
These can then be put into coloured ‘sets’ and sorted as an activity.
Rain - Make a simple rain gauge for the garden out of an old 2 litre lemonade bottle. Cut the
top third off and invert it like a funnel into the rest of the bottle. Secure with tape and place
out in the garden. Young children like to see it fill up with rain water. Older children can make
a chart gathering and recording the rainfall on a daily basis.
Jam Jar Music-With adult supervision because of the glass aspect, fill five or six jam jars
with different amounts of water. Put them in a row and gently tap them with a stick. They
should all make a different sound and the children can make music.
Early Maths
Counting
Patterns
Cycles
The symmetry of
butterfly wings
Personal,
Social and
Emotional
development
Friends
Stranger danger
Emotions
Choosing gifts
Physical
Development
Language and
Literacy
Early Science
and Technology
Taking care
Moving gently
Growing up
New vocabulary i.e.
cocoon chrysalis etc.
Listening to advice
Discussing things
with friends
Gardens/ flowers
Effect of rain on the
garden
Minibeasts
Life cycle of the
butterfly
Programme 5
Mummy's Birthday Present
Knowledge and Understanding
of the world
Celebrating birthdays
Understanding the outdoor environment
Creative and
Aesthetic
Development
Making clay vases
Birthday cards
Sushine/ rain music
with the
instruments
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Northern Ireland Learning
HURLEY-BURLEY 3
Programme 6
Toys
Programme Content
Toys – favourite toys and games, talking about where toys are kept, what happens if you lose a
toy, and identifying some toys by the sound they make.
Before the programme
Even the shyest child will probably be prepared to talk about their favourite toy. Who gave it to
them? Has it got a name? Can you take it to bed? Can you play with it on your own, or is it
better with a friend?
P em
Poem
My Teddy has a Fright
by Charles Thomson
Sometimes my teddy
Has a fright
When there’s a squeak
Or creak at night,
So I cuddle him
And hold him tight,
Until he says
He feels all right.
P em
Poem
Ted
by John Foster
I’m old and I’ve only one glass eye.
My ears are floppy and torn.
The stuffing has crumbled in my legs
And my fur is bare and worn.
But I’ll always go wherever you go.
I’ll snuggle up close in bed.
You can count on me to look after you.
I’m your own very special Ted.
22
Programme 6
Toys
Story
Sto
ry
Tom Rabbit
by Martin Waddell
About the day Sammy took his toy rabbit, Tom, out to see the real rabbits – and left him behind.
S ng
Song
23
Toys
verse 2
I like my toys, I get them out and play,
I like my toys, I get them out and play,
My Mummy says to me,
Oh, tell me what’s that noise….
And I say it’s only me because
I’m playing with my toys.
verse 3
I like my toys, I get them out and play,
I like my toys, I get them out and play,
I play with them and play with them
I play with them and play with them
I play with them
And then put them away.
Programme 6
Follow-up suggestions
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What shall I wear? - Choose three or four toys, perhaps a couple of dolls and different
sized teddy bears. Put clothes that will fit each one into a box. Ask the children to sort the
clothes and dress each toy ready for a party.the party, the clothes can be washed in the
water tray with soap suds, rinsed, squeezed and hung out to dry. There are many scientific
experiences in this activity for young children especially finding out which materials dry the
fastest.
Kim’s Game - Arrange a selection of small toys on the table. Let the children look at them
for a few minutes and then make them hide their eyes. Now remove a toy and get the children to open their eyes and see if they can guess which one has gone. Younger children
might need fewer, larger toys to look at. Older children can generally cope with two or three
toys disappearing at once.
Using a selection of boxes and junk art to make houses or beds for some toys. Which toy will
need the biggest house? Sheets for beds can be cut out of scrap material and the children
enjoy measuring and estimating how much fabric they will need.
Lights at night - Try and make a collection/table of things that give light e.g. candles, a torch,
a lantern, a battery lamp, an electric light. Children should be encouraged to contribute items
from home. Talk about days before we had electricity/television etc.
Daytime and Night-time - Talk to the children about the differences between day and night.
Perhaps they would like to make two pictures of a town, one in daytime and one at night.
What would you see in each one? Talk about the sun and the moon, space, stars etc.
Going to Bed - Discuss why we go to bed. What do you take with you to cuddle? What
happens to us if we do not get enough sleep? What time do you go to bed? What is your
bedtime routine? Do you get a story?
Life Drawing - Arrange a selection of toys on the drawing/painting table and ask the children
to choose one to recreate. At the end of the session the other children could guess which
painting is which toy.
Why not put a sling on teddy’s arm, a plaster on dolly’s knee, a bandage on the robot’s
head? Ask the children what has happened to each toy. Will they have to go to hospital?
Children learn to use their imaginations as well as empathising with the toys.
Where do the children keep their toys at home? (all in their bedroom? In a cupboard, box, on
a shelf?) Who does the tidying up? Do they keep things of their own anywhere else e.g. at
Gran’s, or a child minders.
24
Programme 6
Toys
Early Maths
Physical
Development
Language and
Literacy
Counting
Times and routines
of the day
Climbing up
Going to bed
Moving like a
soldier, a rag doll,
a robot etc.
Listening skills
Guessing games
Imaginative play
using toys
Role play toy shop
Rhyming words
Personal,
Social and
Emotional
development
Tidying up
Friends
Emotions/ feelings
Feeling safe
Programme 6
Toys
Knowledge and Understanding
of the world
Where do we keep our toys at home?
At your friend's house?
Early Science
and Technology
Sun and moon cycle
Lights
Creative and
Aesthetic
Development
Noises that toys
make
Toy collage using
magazines
Compare fabrics
25
B B C
Northern Ireland Learning
HURLEY-BURLEY 3
Programme 7
Bedtime
Programme Content
Going to bed routines, and what the children need for a cosy night’s sleep.
Before the programme
Settle the children down with a quiet discussion about what they take to bed with them at night.
Is it always the same item or does it change?
Rhyme
Rhy
me
Up the Wooden Hill
Trad
Up the wooden hill
To Bedfordshire
And down Sheet Lane
To Blanket Fair.
Poem
P
e
em
Going to Sleep
by Ian McMillan,
Going to sleep is a funny thing,
I lie in bed and I’m yawning
And dad is reading a story and then…
Suddenly it’s morning.
Up the Wooden Hill
by Sam McBratney
“Will you tell me a story Daddy?” said Clementine.
“I certainly will,” said her Dad. “I’ll tell you a story when we go up the wooden hill.”
“Where is the wooden hill?” asked Clementine.
26
Bedtime
verse 2
Programme 7
My Mummy comes to tuck me in,
I’ll pull the covers to my chin,
I give a yawn and then I grin,
And lie down on my pillow.
chorus
verse 3
My eyes just seem to close up tight,
They stay that way all through the night,
So now you can turn out the light…
I’m sleeping on my pillow.
chorus
27
Bedtime
Programme 7
Follow-up Suggestions
•
•
•
•
•
•
•
•
Set up a bedroom in the ‘imaginative’ play area. If possible have a child sized camp bed, but
there should be a selection of cots, dolls and sheets etc. Other props would be a few cups,
an alarm clock, a radio/television, a few books for bedtime stories, a towel and soap bag
filled with the necessary ‘empty’ bottles, night clothes i.e. pyjamas, dressing gowns, teddy
bears and of course slippers. The children love it. Watch as they read books to their young
and how they follow their own bedtime routines as they play.
Make a set of sequencing cards outlining the bedtime routine. The children will then be able
to mix them all up and replace in order.
Draw around one of the children on a big sheet of paper, turn it into a giant teddy bear by
adding ears and covering it in scrunched up brown tissue paper. This is a large group activity
and could go on for days with children adding few bits as they pass by - once the ‘bear’ is
covered add features and bow-tie with scrap materials – eventually you could have a class
mascot to adorn your walls.
Supper- discuss what you have to eat/drink before you go to bed. Older children might like to
make a graph showing the most popular supper and the most unusual.
Look through books and pick out pictures of the night. Talk about the sky and what happens
during the night. Provide black or blue paper/card, sticky paper, star stickers, glitter, sequins, chalk and glue. Let the children create night-time pictures to hang on the wall. They
should have enough materials to make stars, moons, planets, space rockets etc. Whatever
night means to them.
Listen to a variety of classical or mood music and get the children to talk about the ones they
liked. Did it make them relaxed? Does Mozart really have an effect on young children?
Using a variety of construction toys, encourage the children to make a staircase - start off
with two or three steps as this is a fairly difficult exercise. They soon realise there is a knack
in forming steps that are stable. This requires a lot of thought, failed attempts and a lot of
adult encouragement.
If you have a woodwork bench why not pre-cut ascending lengths of wood that the children
can select and make their own ‘wooden’ hill?
28
Bedtime
Early Maths
Giving clues to
predict outcomes
Comparison of
shape, size, and
materials
Personal,
Social and
Emotional
development
Happiness
Feeling comfortable
Saying prayers
Programme 7
Physical
Development
Language and
Literacy
Early Science
and Technology
Getting washed
Dressing and
undressing
Hot water bottles
Going to sleep
Repetition
recall
Talking quietly and
in whispers
Bedtime stories
Wooden and metal
objects
man-made and
natural materials
Designing hills and
bridges out of toys
Programme 7
Bedtime
Knowledge and Understanding
of the world
Routines of the day
plans of the house- what is the function
of each room?
Creative and
Aesthetic
Development
Singing lullabies
listening to quiet
music
Night time pictures of
stars and moon
29
B B C
Northern Ireland Learning
HURLEY-BURLEY 3
Counting
Programme 8
Programme Content
Some counting practise – up to five.
Before the programme
Play some simple counting games e.g. how many fingers, noses, ears etc. (How many noses
are there in the whole class?)
One Little Bee
by Ann Burnett
One little bee flew into the beehive,
I’m only one and I’m all alone.
Buzz buzz buzz buzz buzzy bee buzz buzz
I’m sitting here and I’m on my own.
Another little bee flew into the beehive,
You and me together make two.
Buzz buzz buzz buzz buzzy bee buzz buzz
Now we both can play peek-a-boo.
Another little bee flew into the beehive,
One and one and one make three.
Buzz buzz buzz buzz buzzy bee buzz buzz
Let’s all sit down for our tea.
Another little bee flew into the beehive,
Now altogether we make four.
Buzz buzz buzz buzz buzzy bee buzz buzz
Come on in and shut the door.
Another little bee flew into the beehive,
One and two and three, four, five.
Buzz buzz buzz buzz buzzy bee buzz buzz
It’s crowded now inside the hive.
[Hold up the right number of fingers as you recite the poem]
30
Counting
Programme 8
Story
Sto
ry
Granny Smith’ Apples
by Ann Burnett
Granny Smith lay in bed in her wee house near Armagh, listening to the wind blowing. It howled
and growled and rattled the windows and shook her apple tree. When she got up the next
morning, all the apples from her tree were lying on the ground.
Granny Smith got a big basket and went out to pick up all the apples – one, two, three, four,
five…and there were loads more to pick up.
S ng
Song
verse 2
Another little pancake dropped in a pan,
Shape it into a little man,
Sizzle, sizzle, sizzle, it’s for you,
Turn it over and that makes two.
verse 3
Another little pancake dropped in a pan,
Shape it into a little man,
Sizzle, sizzle, sizzle, it’s for me,
Turn it over and that makes three.
31
Counting
verse 4
Another little pancake dropped in a pan,
Shape it into a little man,
Sizzle, sizzle, sizzle, lots make more,
Turn it over and that makes four.
verse 5
Another little pancake dropped in a pan,
Shape it into a little man,
Sizzle, sizzle, sizzle, it looks alive,
Turn it over and that makes five.
verse 6
Five little pancakes, what a treat!
Covered in jam and ready to eat.
Gobble, gobble, munch, munch, yummy, yum, yum,
Five little pancakes in my tum.
Programme 8
Follow –up suggestions
•
•
•
•
•
•
•
Let the children play with sets of five things -.they might have to sort them, match them, sing
songs about them, add to them, take away from them, the more they play these maths
games the concept of five is reinforced.
Find that number – a simple game, hide plastic letters 1-5 in the sand tray. Let individual
children dig in the sand and uncover a number. They have to then go and find that number of
items from around the classroom.
Draw huge numbers on the floor with masking tape or with jumbo chalk outdoors. Let the
children walk on them and trace them with their fingers, following the direction in which they
are formed.
Fruit and vegetable printing - place a piece of sponge in the bottom of an empty margarine
container and soak with paint of your choice. Now provide a selection of halved fruit/vegetables for the children to stamp and print. You will be delighted with the results. Try using apple, mushrooms, broccoli and onions for an exciting change
Make a huge apple tree mural for the classroom. Put a pair of old tights at the bottom of the
wall and pull the legs out, cutting and stretching to form the branches. Attach to the wall with
pins or a staple gun. Use leaf and apple prints to decorate the tree or think of other ways of
making the fruit - paper mache, colouring in, autumn coloured paints for example. The tree
could be changed to reflect the season i.e. spring’s new leaves, apple blossom in May,
apples in the summer, leaves falling in autumn and a covering of cotton wool snow in winter.
Look at a selection of apples, there is a great variety on the market and the children will
enjoy making comparisons - colour, texture, sweet/sour taste etc. Dissect a few apples and
look at the shape of the inside ‘heart’. Can the children see how it grew from a pip? How
about planting some pips and seeing if they can cultivate their own tree?
Talk about foods made with apples e.g. apple pie, tart, crumble (what are the differences?)
juice, jelly, pudding.
32
Counting
Programme 8
Early Maths
Physical
Development
Language and
Literacy
Early Science
and Technology
Counting
opportunities 1 - 5
Portions
Concept of
‘too much'
Small
manipulative skills
Being hungry
Rhyming words
Recall
Listening to clues
New vocabulary
The weather
Seasons
Apples
Cooking > changes
Personal,
Social and
Emotional
development
Being alone
Friends
Sharing things
Programme 8
Counting
Knowledge and Understanding
of the world
Roles of people in the community e.g.
postman, dustman, milkman etc.
Creative and
Aesthetic
Development
Fruit and vegetables
prints
Seasonal music
Actions to rhymes
Sound effects
33
B B C
Northern Ireland Learning
HURLEY-BURLEY 3
Days of the Week
Programme 9
Programme Content
Reinforcement of the order of the days of the week, and what we might do each day.
Before the Programme
See if the children know what day it is today. What was it yesterday? What will it be tomorrow?
Rhyme
Rhy
me
I Go to School on Monday
by Chris Ward
I go to school on…..Monday
I have a swim on…..Tuesday
I read a book on……Wednesday
I tidy up on…………Thursday
I watch TV on………Friday
I ride my bike on……Saturday
I walk my dog on……Sunday
Everyday’s a…………Funday
Story
Sto
ry
Robert Packs his Rucksack
by Janice Johnston
Robert spends a whole week packing his rucksack with his favourite things for his visit to Nana.
34
Days of the Week
Programme 9
S ng
Song
35
Days of the Week
Programme 9
Follow-up Suggestions
•
•
•
•
•
•
•
•
•
Talk about what the children do each day and then let them draw pictures of their favourite
day. Make a scrapbook of their drawings taking a new page for each day. The children will
soon be able to read this book and recognise the days of the week.
Pack A Suitcase- talk about the sort of things you need on holiday and provide some clothes,
towels etc., to pack in a small suitcase. The children enjoy folding and squashing the
clothes in the case, they are also good at rationalising what should be left out if the case
does not shut.
Talk about babysitters and childminders. What is their job? Why do we need them? Who
looks after you when mum is at work or mum and dad are going out to a party?
Look at holiday brochures and let the children cut out pictures of places they would like to
go. How would they get there? Would it be hot or cold? What sort of clothes should we
pack?
Organise a Travel Agents in the imaginative play area. Maps, telephone, brochures, stamp
pads, order forms, old computer etc. Make your own passports and luggage labels, it would
be ideal if you could visit an airport or have a travel agent in to talk about their job.
Transport - how do we get to granny’s house, to our holiday destination etc.? Look at
wheels, speed, engines, size. Make a transport table or collage of pictures. The children will
be able to recall events by looking at the pictures and remembering.
Make a bus or train out of a dozen chairs set out in pairs. Have a driver at the front and let
the children choose where they are going. Let them dress up and form family groups, this
could be followed-up by creating a long train mural allowing each child to draw themselves in
a carriage.
Using a playmat village and a few toy cars, let the children choose their own house, their
granny’s, the shop, hospital etc. Now let them use their imaginations to select appropriate
routes. Older children could follow clues or simple directional work cards to see where to go
to next.
Talk about and even dramatise Red Riding Hood’s visit to her Granny.
Early Maths
Physical
Development
Language and
Literacy
Early Science
and Technology
Sequencing and
ordering days of
the week
Volume and capacity
Physical
Development
Activities I can do walk, ride, run etc.,
Packing a suitcase
New vocabulary
Recall of events
Stimulating
imagination
Water play
Videos
Outdoor
play/weather
Personal,
Social and
Emotional
development
Planning a daily
Routine or timetable
Surprises
Programme 9
The Days of the Week
Knowledge and Understanding
of the world
Looking after animals
Going on holidays
Planning Journeys
Creative and
Aesthetic
Development
Listening to sound
effects
Make a timeline
or day chart
Using senses
36
B B C
Northern Ireland Learning
HURLEY-BURLEY 3
Bronagh's Marching Band
Programme 10
Programme Content
A musical programme, emphasising high, low, soft and loud, and making your own instruments
to play.
Before the programme
As the children get ready for the programme, remind them that you don’t need to speak so
LOUDLY if they are quieter! Ask them what is the loudest sound they can think of (a fire engine,
a baby crying, thunder?) and the quietest (someone breathing, the wind sighing, a kettle boiling
etc.)
Poem
P
e
em
When I’m Speaking Softly
by Chris Ward
When I’m speaking softly
I’m as quiet as a mouse
And you can hardly hear me
As I tiptoe round the house
When I’m talking loudly
My voice is really loud
And you can always hear me
In the middle of a crowd.
My voice can be as quiet
As a feather in the rain
WHHHHHHHHRRRRR, WHHHHHRRR
But when my voice is really loud
I’m as noisy as a train
CHOO CHOO, CHOO CHOO
37
Bronagh's Marching Band
Programme 10
Bronagh’s Marching Band
Bronagh was sitting in the garden with Henry at their house in Portstewart. “I feel like marching
up and down,” said Bronagh.
“Marching up and down is boring,” said Henry.
Bronagh smiled. “It isn’t boring if you do it to music. We’re going to make a band. A marching
band. We’ll make our own music.”
“But we haven’t got any instruments to play,” moaned Henry.
S ng
Song
38
Bronagh's Marching Band
Programme 10
Follow-up Suggestions
•
•
•
•
•
Use a variety of scrap materials, boxes etc., to make instruments. Discover how elastic
pulled tight ‘twangs’. Let the children paint their models and then accompany the group in a
singsong. Use the tape recorder to tape the children’s own musical compositions.
Collect several small plastic lemonade bottles. Wash and dry thoroughly then fill them halfway up with different things eg. Split peas, cotton wool, soap powder, sugar etc. Put the lids
back on and seal firmly with insulation tape. Now listen to the different sounds as they are
shaken. Which is the loudest/quietest?
Five Green Bottles- collect five green plastic lemonade bottles and simply place them on a
windowsill/table/or wall and sing the song. The children will love knocking them down as they
sing. This activity can be changed by filling the bottles with different levels of water and
listening to the different pitches of ‘drum’ noise.
Listening skills - select a group of small instruments, perhaps a shaker, bells, triangle, maracas, a kazoo, a chime bar etc. Let the children listen to the sounds they make -this enables
them to get used to the names of the instruments as well. The children should then close
their eyes as you lift one and play it - can they guess the name of the instrument? The
children can each take a turn at being the ‘player’.
Try filling your empty sand tray with lentils, pasta, gravel, shells for a change. They each
have a unique sound and the children will enjoy ‘feeling’ the sounds.
39
Bronagh's Marching Band
•
•
•
•
Programme 10
Make audio tapes of snippets of music, classical and pop. Ask questions like is it fast or
slow? High or low? Happy or Sad? This can also be turned into a guessing game of ‘name
that tune’ if you can record nursery rhyme music and stop each tune after a few beats. The
children love this and are very astute.
Try and use the musical instruments yourself to dramatise stories. They bring more depth to
the plots and scary music heightens the tension.
Music and movement - old favourites like musical statues are still popular, or perhaps the
children could interpret the music to move to. Is it giant or fairy music? Is it mouse or tiger
music? Older children can cope with and enjoy simple dance steps and exercise routines.
Have a concert - everyone enjoys watching children sing and dance, no matter how many
mistakes are made, these often add to the fun. Concerts give everyone a chance to see how
confident the children are and how hard they can work. If this is not possible you might like,
with the parent’s permission, to video the children performing. This tape could then be circulated or shown at a Parents Evening.
Early Maths
Position - up and
down
Concepts of ‘more’
and ‘enough’
Solving problems
Personal,
Social and
Emotional
development
Sharing with friends
Working things out
together
Happiness
Physical
Development
Language and
Literacy
Early Science
and Technology
Marching
Small manipulative
skills
Using your voice to
make different
sounds
Speaking quiet/loud
voices
Listening
Vocabulary of
instruments and
sounds
Pitch and frequency
Technology that
makes sounds
Designing and
improvising
Programme 10
Bronagh's Marching Band
Knowledge and Understanding
of the world
Next door neighbours
Awareness of differences between
duos, trios, bands, orchestras etc.
Creative and
Aesthetic
Development
Using instruments
to make sounds
Listening to music
Making own
instruments
40
B B C
Northern Ireland Learning
HURLEY-BURLEY 3
CREDITS
Charles Thomson for poem My Teddy had a Fright published by Puffin.
John Foster for poem Ted published by Scholastic.
Martin Waddell for stories Tom Rabbit, Webster J Duck and Squeak-A-Lot published by
Walker Books.
Ian McMillan for poem Going to Sleep, edited by June Crebbin and published by Puffin.
Ella Jenkins for song You Sing a Song and I’ll Sing a Song from Tinderbox, Music Sales
Corporation published by A & C Black.
Elizabeth Matterson for song Little Peter Rabbit taken from This Little Puffin published by
Penguin.
Tom Stainer and Liz Bennett for song I Went to the Cabbages from Tinderbox published
by A & C Black.
41